Research on Strategies for Optimizing Foreign Language Emotional Experience through the Design of Comprehensive Practical Assignments in Junior High School English from the Unit Perspective

Yaqi Qing

doi:10.63313/IJED.9100

Authors

Yaqi Qing School of Foreign Languages, China West Normal University, Nanchong, China Author

DOI:

https://doi.org/10.63313/IJED.9100

Keywords:

Unit Perspective, Foreign Language Anxiety, Foreign Language Enjoyment, Comprehensive Practical Assignments

Abstract

The National English Curriculum Standards for General High Schools (2017 Edition, 2020 Revision) propose that teachers should design unit assignments and lesson assignments based on students' cognitive characteristics and learning needs at different educational stages. This design should take into account individual differences while aligning with unit teaching objectives, ensuring a balance in the content, difficulty, and quantity of assignments. The aim is to foster positive emotional experiences and enhance students' sense of self-efficacy. However, in practice, assignments primarily focus on knowledge reinforcement and mainly assess students' language proficiency. There is a lack of connection to unit themes, relevant context creation, and real-life application. Moreover, assignments do not adequately assess or cultivate students' learning abilities, critical thinking, or cultural awareness. Therefore, this paper aims to explore strategies for designing comprehensible practical assignments from a unit perspective, aiming to enhance the enjoyment of foreign language learning.

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